However, the first thing to do in Spain, was to explain what a VLE (Virtual Learning Environment ) was, as we had never worked in a virtual platform before. Then, our general coordinator came to visit us in Spain and introduced the teachers and students into 'itslearning' plaform on a training course, giving the necessary passwords to everyone in order to start using it as a tool for Comenius activities.
1.- Of course, we wanted to show first, the most important places in Aragon (Spain) so that the rest of the participants could know 'diversity of Nature ad beauty around.. So, the pupils prepared one place each and then, put all of them together in a nice presentation. Spain.Our surroundings. They were evaluated with a content test about our surroundings.
1.1 But, then, a Business teacher joined and said their surroundings had to do with their subject and the pupils prepared a different point of view with reference to their enterprise training: Our Surroundings.
1.11 The P.E. teacher prepared a learning sequence: Firstly, she organised an excursion to see the river area next to our school called 'Entreaguas'in Utebo : Trekking.
Then, the older students played the rôle of teachers and at the end of the second year, participated in the same excursion taking the 13-year-old mates to know the ecosystem near the river (Route to the river) and explaining what they had learned to them.(see example) It was an innovative method with very good reuslts. 4th year students were evaluated by their learning sequences and 2nd year students who were not part of the Comenius, through a content test. Also, another teacher took the pupils by bike (cycling test) to Juslibol, a protected area where the river Ebro has moved along the years, taking a shortcut rather than going round.
1.111 The class 3rd B in Spain: Diversity in Nature - Aragon and the class 4b in Austria: Lake Neusiedl - Austria. Have a look at this nice video we took of birds in austria.
1.IV Excursion to Sierra de Guara to get to know the ecosystem of the area in Aragon- Spain.After the excursion, the pupils had to do some activities which served for their evaluation. Then, the students prepared their learning sequences based on this area, on the following year. After a while, one student found a beautiful presentation: Human flowers, which he shared with her mates through 'itslearning'platform to enjoy during the last minutes of the class.
3.- The Ancient culture teacher succeeded in motivating his students from a different point of view: Firstly, he decided to create a subject blog with the students based on matters like: Mithology in Chemistry, Mithology on the planets, Mithology on the calendar, Chemistry symbols and ancient roots of scientific vocabulary. On the second year : Ancient Greeks and Science
Summing up, we tried to implement CLIL methodology inside the classroom.
5.- The students of 4th E were taking photographs of the Plants at school, classifying them with the Biology teacher (33 different species in the playground of the school)and designing a presentation with the English teacher. One of them brought a plants collage. to hang on the wall. And another one showed the new grass that had been planted at the entrance.
6.- In May, The National Agency in Spain organized a Comenius week and there was a video competition. The students had to prepare a 3m video showing what they usually did every week as part of the European project, in their own language and then logged it on the school website. We were also awarded with a Comenius reward for the wall in an official event, where some participating school could share their experiences.
7.- In June, the Austrian Comenius Team (teachers and pupils) went to another school in order to spread their work and they showed the children some of the activities concerning interesting things we were doing in the project, like 'nutrition' and health or checking that they could pass the learning sequences questions. And the Spanish Team sent an article to the newspaper for some local spreading too.
Spain
However, the first thing to do in Spain, was to explain what a VLE (Virtual Learning Environment ) was, as we had never worked in a virtual platform before. Then, our general coordinator came to visit us in Spain and introduced the teachers and students into 'itslearning' plaform on a training course, giving the necessary passwords to everyone in order to start using it as a tool for Comenius activities.
1.- Of course, we wanted to show first, the most important places in Aragon (Spain) so that the rest of the participants could know 'diversity of Nature ad beauty around.. So, the pupils prepared one place each and then, put all of them together in a nice presentation. Spain.Our surroundings. They were evaluated with a content test about our surroundings.
1.1 But, then, a Business teacher joined and said their surroundings had to do with their subject and the pupils prepared a different point of view with reference to their enterprise training: Our Surroundings.
1.11 The P.E. teacher prepared a learning sequence: Firstly, she organised an excursion to see the river area next to our school called 'Entreaguas'in Utebo : Trekking.
Then, the older students played the rôle of teachers and at the end of the second year, participated in the same excursion taking the 13-year-old mates to know the ecosystem near the river (Route to the river) and explaining what they had learned to them.(see example) It was an innovative method with very good reuslts. 4th year students were evaluated by their learning sequences and 2nd year students who were not part of the Comenius, through a content test. Also, another teacher took the pupils by bike (cycling test) to Juslibol, a protected area where the river Ebro has moved along the years, taking a shortcut rather than going round.
1.111 The class 3rd B in Spain: Diversity in Nature - Aragon and the class 4b in Austria: Lake Neusiedl - Austria. Have a look at this nice video we took of birds in austria.
1.IV Excursion to Sierra de Guara to get to know the ecosystem of the area in Aragon- Spain.After the excursion, the pupils had to do some activities which served for their evaluation. Then, the students prepared their learning sequences based on this area, on the following year. After a while, one student found a beautiful presentation: Human flowers, which he shared with her mates through 'itslearning'platform to enjoy during the last minutes of the class.
2.- The tecnology teachers were working in sustainable development: Alternative energy / Electronics & solar panels / Wind power / TECHNOLOGY QUIZ
3.- The Ancient culture teacher succeeded in motivating his students from a different point of view: Firstly, he decided to create a subject blog with the students based on matters like: Mithology in Chemistry, Mithology on the planets, Mithology on the calendar, Chemistry symbols and ancient roots of scientific vocabulary. On the second year : Ancient Greeks and Science
4.- Then, the goal was to involve as many teachers as possible to work with the same students. So, the students, in teams had to prepare some questions to revise the basic concepts. With those questions, the teachers had a test on line to evaluate their knowledge on the different subjects:
Basic concepts of Biology
Basic concepts of Physics
Basic concepts of Maths.
Basic concepts of computers
Basic concepts of Technology- Materials
Basic concepts of Music
Basic concepts of Physical Education
Basic concepts of Arts.
Summing up, we tried to implement CLIL methodology inside the classroom.
5.- The students of 4th E were taking photographs of the Plants at school, classifying them with the Biology teacher (33 different species in the playground of the school)and designing a presentation with the English teacher. One of them brought a plants collage. to hang on the wall. And another one showed the new grass that had been planted at the entrance.
6.- In May, The National Agency in Spain organized a Comenius week and there was a video competition. The students had to prepare a 3m video showing what they usually did every week as part of the European project, in their own language and then logged it on the school website. We were also awarded with a Comenius reward for the wall in an official event, where some participating school could share their experiences.
7.- In June, the Austrian Comenius Team (teachers and pupils) went to another school in order to spread their work and they showed the children some of the activities concerning interesting things we were doing in the project, like 'nutrition' and health or checking that they could pass the learning sequences questions. And the Spanish Team sent an article to the newspaper for some local spreading too.